Abstract
Discourse-based interviews allow researchers to gather data about a writer’s understanding of what informs a task. This method was essential for a research team seeking to understand the impact of programmatic learning objectives on student writing development. Three decisions in the approach to this research project sought to center the student participants and make them quasi-researchers: the alignment of a clearly articulated theoretical framework with the methodology, the collection of supporting data from other methods, and modifications to the interview protocol. The study found that a writing program can facilitate the transfer of writing skills by implementing consistent, explicit, and intentional transfer-oriented learning objectives in both FYC and advanced composition courses.